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Algebra for All: California’s Eighth-Grade Algebra Initiative as Constrained Curricula


by Thurston Domina, Andrew M. Penner, Emily K. Penner & AnneMarie Conley - 2014


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Cite This Article as: Teachers College Record Volume 116 Number 8, 2014, p. 1-32
https://www.tcrecord.org ID Number: 17511, Date Accessed: 11/14/2019 6:34:28 PM
 
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About the Author
  • Thurston Domina
    University of California, Irvine
    E-mail Author
    THURSTON DOMINA is Associate Professor of education and sociology at the University of California, Irvine. He studies the relationship between education and social inequality. In addition to his work on middle school mathematics, he is currently involved in projects researching admissions, instruction, and persistence in U.S. post-secondary education.
  • Andrew Penner
    University of California, Irvine
    E-mail Author
    ANDREW PENNER is Assistant Professor of sociology at UC Irvine. His research focuses on gender and race inequality in the labor market and educational system. He is currently involved in projects examining gender inequality in transition economies, racial fluidity in the United States, and international gender differences in education.
  • Emily Penner
    University of California, Irvine
    E-mail Author
    EMILY PENNER is a PhD student in the School of Education at UC Irvine. Her research focuses on educational inequality and policy, and considers the ways that districts, schools, teachers, peers, and parents can contribute to or ameliorate educational inequality. She is currently involved in projects examining the impact of alternative teacher preparation programs, how curriculum placement policies affect student learning, and the quality of measures of teacher effectiveness.
  • AnneMarie Conley
    University of California, Irvine
    E-mail Author
    ANNEMARIE CONLEY is Assistant Professor of education at UC Irvine. Her research asks how students’ motivation to learn develops and how this development can be supported by teachers, classrooms, and schools.
 
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